"This book is a very good resource for any professional who is working with children who are at risk for phonological awareness deficits....The right balance between breadth and depth of coverage is maintained throughout the book....This book would also be appropriate as a text book for a senior undergraduate or graduate level course on phonological awareness....In summary this book would be a valuable resource for practicing clinicians and educators as well as a useful textbook for students who expect to help children who may have difficulties with phonological awareness. It provides a valuable introduction for readers who are new to this topic as well as a useful quick reference for those who are more familiar with this large literature."--"Journal of Speech-Language Pathology and Audiology"
"Clear uncluttered lay-out, tables and heading and the inclusion of a comprehensive reference list, and detailed index make this a very user-friendly volume, and one of great value to teachers and other practitioners. Highly recommended."--"Australian Journal of Learning Disabilities"
"There is no other book as recent as this one containing comprehensive, cross-referenced information on phonological awareness and its relation to written language....The author's....attention to detail, clarity of thought, and sequential presentation of information makes this a relatively easy-to-read, informative book on phonological awareness....This is a necessary and welcome text....It is likely that it will be used widely in courses covering literacy acquisition as well as by professionals working with clinical populations who have reading difficulty....5 Stars!"--"Doody's Electronic Journal"
.,."provides a condensed and thorough analysis of the metacognitive processes involved in reading, the likes of which I have not seen before. The book is a useful resource for the primary school teacher, English teacher, support teacher or speech pathologist developing or assessing the instructional validity of their programs. It would also appeal to educators involved in planning and evaluating curriculum and teaching practices....Gillon provides a range of instruction frameworks from which the reader can create further activities and examples or critically evaluate and purchase worthwhile commercially produced materials....Gillon makes sense of research outcomes and links them to pedagogy, and I thoroughly recommend "Phonological Awareness" for its technical, informative and practical content."--"Newsmonth"
-This book will become a classic for students, teachers, clinicians, and researchers interested in phonological awareness. Gillon writes in a crystal-clear fashion and provides thorough information on a breadth of topics critical to understanding theory, practice, and research in this area. One comes away with a solid sense of being 'informed.' Ideal for those already knowledgeable about phonological awareness as well as newcomers to the topic, the book will serve as an excellent text for advanced courses in reading, speech-language pathology, and elementary education.---Nicholas W. Bankson, PhD, Department of Communication Sciences and Disorders, James Madison University
-Providing a thorough review of the scientific literature on phonological processing, Gillon skillfully walks the reader along the path from research to practice. The implementation and adaptation of the evidence-based practices explained in this reader-friendly volume is facilitated by numerous examples and case studies and could have far-reaching benefits for children at risk for literacy learning difficulties. This book should be required reading for teachers, teacher educators, and others involved in the process of helping children become literate.---Barbara W. Hodson, PhD, Department of Communicative Sciences and Disorders, Wichita State University
-An outstanding and much-needed book that is a 'must read' for reading specialists and speech-language therapists. Covering every important topic within the domain of phonological awareness, Gillon provides a clear but comprehensive explanation of research underpinnings for her practical guidelines on assessment and instruction of both oral and written language. The depth of her understanding and scholarship, coupled with the utility of her recommendations for intervention, makes this an unusually fine resource. I will consult it often.---Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado
-Gail Gillon provides a thorough review of relevant research on phonological skills and their role in literacy acquisition. This is also a sourcebook for clinicians who need to justify their intervention for children with literacy difficulties as best practice. Undergraduate and graduate students in speech and language therapy and primary education will appreciate this book's accessibility and will rely on its ideas in both clinic and classroom practice.---Barbara J. Dodd, PhD, Department of Education, Communication, and Language Sciences, The University of Newcastle Upon Tyne, United Kingdom
"This book will become a classic for students, teachers, clinicians, and researchers interested in phonological awareness. Gillon writes in a crystal-clear fashion and provides thorough information on a breadth of topics critical to understanding theory, practice, and research in this area. One comes away with a solid sense of being 'informed.' Ideal for those already knowledgeable about phonological awareness as well as newcomers to the topic, the book will serve as an excellent text for advanced courses in reading, speech-language pathology, and elementary education."--Nicholas W. Bankson, PhD, Department of Communication Sciences and Disorders, James Madison University
"Providing a thorough review of the scientific literature on phonological processing, Gillon skillfully walks the reader along the path from research to practice. The implementation and adaptation of the evidence-based practices explained in this reader-friendly volume is facilitated by numerous examples and case studies and could have far-reaching benefits for children at risk for literacy learning difficulties. This book should be required reading for teachers, teacher educators, and others involved in the process of helping children become literate."--Barbara W. Hodson, PhD, Department of Communicative Sciences and Disorders, Wichita State University
"An outstanding and much-needed book that is a 'must read' for reading specialists and speech-language therapists. Covering every important topic within the domain of phonological awareness, Gillon provides a clear but comprehensive explanation of research underpinnings for her practical guidelines on assessment and instruction of both oral and written language. The depth of her understanding and scholarship, coupled with the utility of her recommendations for intervention, makes this an unusually fine resource. I will consult it often."--Louisa Moats, EdD, Director of Literacy Research and Professional Development, Sopris West Educational Services, Longmont, Colorado
"Gail Gillon provides a thorough review of relevant research on phonological skills and their role in literacy acquisition. This is also a sourcebook for clinicians who need to justify their intervention for children with literacy difficulties as best practice. Undergraduate and graduate students in speech and language therapy and primary education will appreciate this book's accessibility and will rely on its ideas in both clinic and classroom practice."--Barbara J. Dodd, PhD, Department of Education, Communication, and Language Sciences, The University of Newcastle Upon Tyne, United Kingdom
Gail T. Gillon, PhD, is a senior academic staff member in the Department of Communication Disorders at the University of Canterbury, Te Whare Wananga o Waitaha, in Christchurch, New Zealand. A native New Zealander, she completed her undergraduate qualifications in education, primary teaching, and speech-language therapy in Christchurch in 1983. Following a period of several years working in New Zealand and Australia as a speech-language pathologist, she completed her Doctorate in Speech and Hearing at the University of Queensland, Australia, in 1995. Professor Gillon returned to the University of Canterbury in 1996 to undertake a prestigious 2-year postdoctoral fellowship awarded by the New Zealand Foundation for Research Science and Technology. She currently lectures and teaches in the Department of Communication Disorders, College of Science. Her research focuses on understanding the relationship between developmental spoken and written language disorders, and she has led a series of successful intervention trials investigating the benefits of phonological awareness interventions for children at high risk for literacy difficulties. Professor Gillon's research has been widely published in leading U.S., British, European, Australian, and New Zealand speech-language pathology and reading journals. She has won on three occasions (1995, 2000, 2005) the esteemed American Speech-Language-Hearing Association Editor's award for a research article of highest merit.
